Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
PLC, Collaborative Inquiry @YCDSB
Transcript of PLC, Collaborative Inquiry @YCDSB
Collaborative Inquiry Process
Literacy 7-12 Step 1: Examine Data Perceptual Student Work Samples EQAO data (Grade 6) Special Education
Administrator Who? Information:
Retrieval Cognitive Processes and Learning Information
Out Verbal Comprehension
**Executive Functioning** Unpacking the IEPs How does the the information in the IEP support the observations you’ve made today?
How do the accommodations fit the student profile? Step 2:
Student Learning Needs
Focus for Inquiry
English PLC Conference
Literacy ConferenceReading Instructional Strategies
English PLC Find the instructional strategies on
First Class A Variety of Texts A focus on student learning Step 3: Co-plan, Co-teach, Observe, Reflect A Variety of Tools and Strategies Curriculum-->Secondary-->Literacy-->Reading Teacher learning Facilitator learning Inspired by the Journey of Math and Special Education @YCDSB Questions that have come up:
How might we differentiate for our students based on their needs and interests, while maintaining consistent evaluation practices?
How do we overcome the obstacle of teaching a unit because of its availability rather than because it's the best fit for the group of students in front of us?
How might our reading assessments look differently so as to have a more accurate picture of student learning?
Should we limit whole class novel studies in grade 9 and 10 applied English?
How might we teach Shakespeare differently so that students appreciate the language and the story, but that it doesn't take up too much time?